Making Assessment Making Assessment Simple …Simple …& Easy& Easy

For the members of the University Assessment

Committee

What is assessment?What is assessment?

One definition: Assessment is a conversation

about student learning, enriched by data.

What is the goal of What is the goal of assessment?assessment?

The improvement of student learning.

HistoryHistory

Assessment has existed for many years and became a major issue about 1982.

Assessment jump-started in Assessment jump-started in 19931993 - Second Edition of “Classroom

Assessment Techniques: A handbook for College Teachers” by Angelo and Cross.

The North Central The North Central Association of Colleges and Association of Colleges and SchoolsSchools

Mandated assessment plans by the end of 1995.

Now, turn over the brightly Now, turn over the brightly colored sheet, read the colored sheet, read the message, and tear up the message, and tear up the sheet.sheet.

What are examples of data What are examples of data for student learning?for student learning?

Direct measures of student learning

Indirect measures of student learning

Non-measures of student learning

Direct measure of student Direct measure of student learning can include:learning can include:

Portfolios or juried exhibitionsProfessional licensing exams

(when scores by section are available)

Locally-developed tests, etc.

Indirect measures of student Indirect measures of student learning include:learning include:

Alumni and employer surveysExit interviews with graduating

studentsJob placement data or graduation

rates

(All have programmatic significance)

Non-measures of student Non-measures of student learning include:learning include:

Publication rates of facultyCurriculum or program reviewsMost external reviews of

professional programs

Table discussion: Topics from the Collaboration Workshop (6 min)

Discussion leaders: Participants in the Workshop

Reporter: The faculty member whose birthday is nearest May 13

How do I start assessment in my How do I start assessment in my classes?classes?

(See the “Six Easy Steps” handout

1. Identify learning outcomes (on-line Teaching goals Inventory)

2. Select classroom assessment techniques (CATs) that will match your teaching goals

The next steps:The next steps:

3. Conduct assessments and collect information

4. Summarize and evaluate the data

And then:And then:

5. Share the information with students (Closing the loop with students)

6. Use the information to improve student learning (Close the loop at the course level)

Now, return to Step #2 or Step #3

““Bloom’s Taxonomy” – Where Bloom’s Taxonomy” – Where does your class fit?does your class fit?

Lowest: 1) Knowledge 2) Comprehension

Higher: 3) Application 4) Analysis

Highest: 5) Synthesis 6) Evaluation

Are we asking enough of our Are we asking enough of our students?students?Students frequently complain

about the amount of work, BUT

When completing national surveys, students indicate that they would have liked to have been challenged and encouraged more.

Common faculty question #1Common faculty question #1What’s in it for meWhat’s in it for me??

Knowledge of student abilities and potential

Increased student satisfactionIncreased student performance

Common question #2Common question #2Doesn’t assessment take Doesn’t assessment take valuable class time?valuable class time?

Increased rate of progress in class means more material covered (“Stumbling points” of students are addressed earlier.)

Assessments can be incorporated into Blackboard

Common question #3Common question #3Which CATS did I use?Which CATS did I use?Pre-test / post-test (Initial

scores averaged 25 – 40, final scores averaged 75)

Muddiest point / Minute papersAnalysis of individual

examination questions

Common question #4Common question #4What other CATs might I What other CATs might I have usedhave used??

RSQC2 (Recall, Summarize, Question, Connect, Comment)

Problem Recognition SkillsProcess AnalysisApproximate Analogies (A is to B

as …)

But my teaching goals are But my teaching goals are different!different!

No problem! Just select or develop CATs

that match your teaching goals and the amount of time that you wish to provide.

How do I start to evaluate How do I start to evaluate student learning?student learning?Determine your priorities for

studentsSelect the procedures that you

will use Use the assessment

techniques in your classes

How do I complete the loop?How do I complete the loop?

Summarize the informationShare the information with

studentsUse the information to

enhance future classes

When am I finished?When am I finished?

Only when you share the information with your departmental Curriculum Committee and with your department Chair or Head for inclusion in the unit’s assessment report!

Then, start assessment in your next class!